RATING GUIDE - Regents Examinations

FOR TEACHERS ONLY

THE UNIVERSITY OF THE STATE OF NEW YORK

GRADE 8

INTERMEDIATE-LEVEL TEST

SOCIAL STUDIES

RATING GUIDE

BOOKLET 2

DOCUMENT-BASED QUESTION (DBQ) JUNE 15, 2010

Updated information regarding the rating of this test may be posted on the New York State Education Department web site at . Select the link "Scoring of Examinations." This site should be checked before the rating process and at least one more time before the final scores for the test are recorded.

Mechanics of Rating

The procedures on the next page are to be used in rating papers for this test. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Manual for Administrators and Teachers for the Grade 8 Intermediate-Level Social Studies Test.

Copyright 2010 The University of the State of New York THE STATE EDUCATION DEPARTMENT

Albany, New York 12234

Contents of the Rating Guide

For Part III A (scaffold questions): ? A question-specific rubric

For Part III B (DBQ) essays: ? A content-specific rubric ? Prescored answer papers. Score levels 5 and 1 have two papers each and score levels 4, 3, and 2 have

three papers each. They are ordered by score level from high to low. ? Commentary explaining the specific score awarded to each paper ? Five prescored practice papers

Rating the Part III B Essay Question

(1) Follow your school's procedures for training raters. This process should include:

Introduction to the task-- ? Raters read the essay task ? Raters identify the answers to the essay task ? Raters discuss possible answers and summarize expectations for student responses

Introduction to the rubric and anchor papers-- ? Trainer leads review of specific rubric with reference to the essay task ? Trainer reviews procedures for assigning holistic scores, i.e., by matching evidence from the

response to the content-specific rubric ? Trainer leads review of each anchor paper and commentary

Practice scoring individually-- ? Raters score a set of papers independently without looking at the scores and commentaries

provided ? Trainer records scores and leads discussion until the raters feel confident enough to move on to

actual rating

(2) When actual rating begins, each rater should record his or her individual rating for a student's essay on the rating sheet provided, not directly on the student's essay or answer sheet. The rater should not correct the student's work by making insertions or changes of any kind.

(3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point.

Rating the Part III A (Scaffold) Questions

(1) Follow a similar procedure for training raters. (2) The scaffold questions need only be scored by one rater. (3) The scores for each scaffold question may be recorded in the student's test booklet.

The scoring coordinator will be responsible for organizing the movement of papers, calculating a final score for each student's essay, recording that score on the student's Part I answer sheet or on the last page of test booklet 2, and determining the student's final examination score. The conversion chart located at must be used for determining the final test score.

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Document 1

Grade 8 Intermediate-Level Social Studies Part III A Specific Rubric

Document-Based Question--June 2010

. . . Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That from and after the first day of January, one thousand eight hundred and eight [1808], it shall not be lawful to import or bring into the United States or the territories thereof from any foreign kingdom, place, or country, any negro, mulatto, or person of colour, with intent to hold, sell, or dispose of such negro, mulatto, or person of colour, as a slave, or to be held to service or labour. . . .

Source: United States Statutes

Question 1 According to this law, what restriction did the United States Congress place on slavery in 1808?

Score of 1: ? States a restriction the United States Congress placed on slavery in 1808

Examples: the importation of slaves into the United States was banned; no enslaved people/slaves could be imported into the United States/territories; newly enslaved people could not be brought into the United States; importation of any negro/mulatto/African/person of colour (color)/African American as a slave is banned

Note: For the purposes of this question, the use of the term "African American" is an acceptable response.

Score of 0: ? Incorrect response

Examples: slavery was banned by Congress; no person of colour could be held in slavery; no person of color could labor/work; no slavery; no person can be sold

? Vague response Examples: it was not lawful; it was enacted by Congress; there was a restriction; slavery

? No response

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Document 2

Question 2 Based on this map, state one way the United States government dealt with the issue of slavery in the western territories.

Score of 1: ? States a way the United States government dealt with the issue of slavery in the western territories based on

this map Examples: the issue of slavery could be decided by popular sovereignty; popular sovereignty; some territories were declared free; Kansas/Nebraska could decide by popular sovereignty; Washington/Oregon/Minnesota were made free territories; some people could vote for/against slavery; California became a free state; slavery was banned in part of the Louisiana Territory by the Missouri Compromise

Score of 0: ? Incorrect response

Examples: the United States government did nothing; the United States government prohibited slavery in all territories; popular sovereignty was not used

? Vague response Examples: some areas were territories; there was sovereignty; it was changed

? No response

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Document 3

Tombstone of Dred Scott in St. Louis, Missouri

Source: Catholic Cemeteries of the Archdiocese of St. Louis

Question 3 Based on the inscription on this tombstone, state two results of the decision reached by the United States Supreme Court in the Dred Scott case.

Score of 2 or 1: ? Award 1 credit (up to a maximum of 2 credits) for each different result of the decision reached by the United

States Supreme Court in the Dred Scott case based on the inscription on this tombstone Examples: Dred Scott was denied citizenship/Negroes (African Americans) were not citizens/were denied citizenship; the Missouri Compromise Act was voided; it became one of the events that led to the Civil War/it helped cause the Civil War

Note: To receive maximum credit, two different results of the Dred Scott decision must be stated. For example, Negroes/African Americans could not become citizens and Dred Scott was denied citizenship is the same result expressed in different words. In this and similar cases, award only one credit for this response.

Score of 0: ? Incorrect response

Examples: Negroes/African Americans became citizens; Negroes had the same rights as whites; it helped the Missouri Compromise; Dred Scott became a member of the Supreme Court

? Vague response Examples: he died; it was a Supreme Court decision; it was an event

? No response

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